Aspergers Disorder By Eric Man, Will Tam, Ashley Neels & Dave Grender

Asperger’s Syndrome: Real Story Watch this video. this videothis video

Hans Asperger “ Dr. Hans Asperger, the Austrian pediatrician after whom Asperger Syndrome is named ” “ Dr. Hans Asperger, the Austrian pediatrician after whom Asperger Syndrome is named ”

What is Aspergers Disorder? “Asperger Syndrome is a developmental disorder falling within the autistic spectrum affecting two- way social interaction, verbal and nonverbal communication and a reluctance to accept change, inflexibility of thought and to have all absorbing narrow areas of interest” “Asperger Syndrome is a developmental disorder falling within the autistic spectrum affecting two- way social interaction, verbal and nonverbal communication and a reluctance to accept change, inflexibility of thought and to have all absorbing narrow areas of interest” Syndrome.aspx Syndrome.aspx

Signs and Symptoms two-way social interaction two-way social interaction verbal and nonverbal communication verbal and nonverbal communication a reluctance to accept change a reluctance to accept change inflexibility of thought inflexibility of thought Adept knowledge in narrowed fields Adept knowledge in narrowed fields Aspergers affects…

Signs and Symptoms 4 key dimensions of Asperger’s Syndrome 4 key dimensions of Asperger’s Syndrome Social Isolation Social Isolation Impaired Social Interaction Impaired Social Interaction Impaired Non-Verbal Communication Impaired Non-Verbal Communication Speech and Language Peculiarities Speech and Language Peculiarities (Szatmari, Bermneer and Nagy, 1998)

Signs and Symptoms Social Isolation Social Isolation No close friends No close friends Avoids other people Avoids other people No interest in making friends No interest in making friends A loner A loner

Signs and Symptoms Impaired Social Interaction Impaired Social Interaction Approaches others to fulfill personal needs Approaches others to fulfill personal needs Clumsy social approach Clumsy social approach One-sided responses to peers One-sided responses to peers Difficulty sensing feelings of others Difficulty sensing feelings of others Indifference to the feelings of others Indifference to the feelings of others

Signs and Symptoms Impaired Non-Verbal Communication Impaired Non-Verbal Communication Limited facial expressions Limited facial expressions Unable to read emotions through facial expressions Unable to read emotions through facial expressions Inability to convey message with eyes Inability to convey message with eyes Avoids looking at others Avoids looking at others Does not use hands to aid expression Does not use hands to aid expression Large and clumsy gestures Large and clumsy gestures Infringes on other people's physical space Infringes on other people's physical space

Signs and Symptoms Speech and Language Peculiarities Speech and Language Peculiarities Abnormalities of inflection Abnormalities of inflection Over-talkative Over-talkative Non-communicative Non-communicative Lack of cohesion to conversation Lack of cohesion to conversation Idiosyncratic use of words (uses words in a different way from the normal meaning of words) Idiosyncratic use of words (uses words in a different way from the normal meaning of words) Repetitive patterns of speech Repetitive patterns of speech

Autism Spectrum

How is it categorized? Aspergers is considered to be a mild form of autism Aspergers is considered to be a mild form of autism

Current Practices in B.C Juristictions

A 10-year old with Aspergers Let’s watch Dean talk about his disorder Dean

Making Sense of Behaviour and Planning Ways to Help 7 Steps: 7 Steps: 1.What is the Problem? 2.Why is this student behaving this way? 3.What is the goal? 4.Plan Strategies 5.Checking 6.Plan into Action 7.Monitor Progress

1. What is the Problem? Explore with teachers, SEAs, parents Explore with teachers, SEAs, parents Ask: “What behaviours do you want different?” Ask: “What behaviours do you want different?” Be specific Be specific

2. Why does this student behave this way? When analyzing the specified behaviour, consider: Situations and settings: Situations and settings: Location Location Characteristics of room Characteristics of room Surrounding people or unpleasant? What are the timings in relation to other things? When does it not happen? Surrounding people or unpleasant? What are the timings in relation to other things? When does it not happen? Mindblindness: Mindblindness: Ability to consider another’s point of view, feelings, and needs? Ability to consider another’s point of view, feelings, and needs? Ability to communicate needs Ability to communicate needs Getting the gist: Getting the gist: Understanding of occurrences, events, etc and their associated patterns Understanding of occurrences, events, etc and their associated patterns Imagination: Imagination: Influences of imagination on behaviour Influences of imagination on behaviour Preoccupations and sensory experiences: Preoccupations and sensory experiences: Classroom environment Classroom environment Incoming sensory stimuli Incoming sensory stimuli Social interaction: Social interaction: ability to communicate ability to communicate Influences of interactions with people on student’s behaviour Influences of interactions with people on student’s behaviour Emotions: Emotions: Temperament – tendencies re. anxiety and mood Temperament – tendencies re. anxiety and mood Reasons for being upset – memories, bad dreams, illness, tiredness, boredom Reasons for being upset – memories, bad dreams, illness, tiredness, boredom Sameness: Sameness: Routines – need to change or have changed Routines – need to change or have changed Responses: Responses: response of others to student’s behaviour – immediately after and further in future response of others to student’s behaviour – immediately after and further in future Benefits: Benefits: positive outcome that happen for anyone positive outcome that happen for anyone 2.

3. What is the goal? When determining the goal of your behaviour change, consider: your specific aim your specific aim Benefits of this behaviour change – you, child, both Benefits of this behaviour change – you, child, both Give a thought to the future.. Give a thought to the future.. Check that it meets the SMART criteria: Check that it meets the SMART criteria: Specific. Be clear and specific Specific. Be clear and specific Measurable. Have an outcome or something that you can see and count Measurable. Have an outcome or something that you can see and count Achievable. Start with something that is possible to achieve. Achievable. Start with something that is possible to achieve. Realistic. Realistic. Time limited. Be clear that this is something you would like to achieve in a certain time period. Time limited. Be clear that this is something you would like to achieve in a certain time period.

4. Plan strategies Consult with: Consult with: Parents Parents Resource Teachers and SEAs Resource Teachers and SEAs Teachers Teachers Outside professionals Outside professionals Brainstorm numerous ideas Brainstorm numerous ideas Be creative, think outside the box Be creative, think outside the box Choose strategy or combo of strategies Choose strategy or combo of strategies Realistic Realistic Possible to carry through Possible to carry through

5. Checking When you have a plan, check: When you have a plan, check: benefits for everybody concerned benefits for everybody concerned Costs Costs emotions emotions time time resources resources Potential conflicts Potential conflicts Identify Identify Plan ways of dealing with said Plan ways of dealing with said

6. Put the plan into action! 7. Monitor progress Remain positive Remain positive Perform first 5 steps again Perform first 5 steps again When the plan is not working consider: When the plan is not working consider: when when where where why why plan additional strategies. plan additional strategies.

Work Cited